ST. PETERSBURG COLLEGE

COLLEGE OF EDUCATION

"Preparing students to serve as effective, reflective and caring teachers."

COURSE SYLLABUS

TSL 4081

ESOL Issues: Principles & Practices II P-12

This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.

Course Prefix: / TSL 4081
Section #: / Enter section number.
Credit Hours: / Three Credits
Co-requisites: / None
Pre-requisites: / TSL 3080 and Admission to Educational Studies BS, Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS, Elementary Education with Infused ESOL and Reading BS, or Exceptional Student Education with Infused ESOL and Reading BS
Day, Time and Campus: / Choose an item. / Enter Time / Choose an item.
Modality: / Online - Weekly participation is required for attendance. Participation in this course is defined as posting to the discussion board or submitting an assignment.
Professor: / Renee M. Belvis
Office Hours: / Click here to enter text. / Click here to enter text.
Office Location: / Choose an item. / Click here to enter text.
Office Phone: / Click here to enter text.
Email Address: /

ACADEMIC DEPARTMENT: College of Education

Dean: / Kimberly Hartman, Ph.D.
Office Location & Number: / Tarpon Springs / BB 101

I. COURSE DESCRIPTION

This course is designed to serve as the culminating experience in the teaching of English to speakers of other languages (ESOL) for the education major. Its main goal is to make the connection between theory and practice. Special attention will be given to the areas of cross-cultural communications, second language acquisition theory and methods of teaching English language learners (ELLs).The 5 ESOL Domains are comprehensively covered throughout this course. 15 hours of field experiences. 47 contact hours.

II.  MAJOR LEARNING OUTCOMES

1.  The student will demonstrate an understanding of the role of culture, family partnerships, and resources for teaching and learning of ELLs from diverse backgrounds and at varying proficiency levels in English. (ESOL Domain 1, Standard 1) by:
a.  Adapting methods, strategies, and techniques according to the diverse learning styles, cultural perspectives, and educational backgrounds of ELLs.
b.  Integrating community, school, and parental resources to facilitate successful interaction with ELLs.
2.  The student will examine the subfields of applied linguistics and theories of second language literacy development to support ELLs’ acquisition of English (ESOL Domain 2, Standards 1, 3) by:
a.  Interpreting data based on oral, written, and reading samples of an ELL and construct appropriate activities to support language and literacy development in English.
3.  The student will integrate theoretical and practical knowledge and understanding of language structure, use, and development (ESOL Domain 2, Standard 2) by:
a.  Examining the interference between English and other languages.
b.  Differentiating the use of language for social and academic purposes including culture specific behaviors.
c.  Examining the principles, characteristics, and terminology of current, first and second language acquisition theories.
4.  The student will determine appropriate teaching and learning strategies for ELLs using principles of Second Language Acquisition (SLA) (ESOL Domain 3, Standard 2) by:
a.  Assessing historical and current trends in SLA to facilitate language acquisition in both social and academic language learning.
5.  The student will demonstrate knowledge of laws and policies, L2 methods, resources and technologies, and research practices, to support ELLs in developing language and content-area skills. (ESOL Domain 3, Standards 1, 3) by:
a.  Identifying essential strategies for teaching speaking, listening, reading, and writing including content-area instruction for ELLs.
6.  The student will plan, adapt, and use evidenced-based strategies, materials, and technological resources to support instruction for ELLs and those students with limited formal schooling (LFS). (ESOL Domain 4, Standards 1, 2) by:
a. Designing instruction appropriate for ELLs based on age, content, and language proficiency.
7.  The student will identify and use a variety of assessment procedures and instruments to asses ELL’s language and literacy development based on state and federal guidelines. (ESOL Domain 5, Standards 1, 2, 3) by:
a.  Developing and/or adapting formal and alternative assessment measures with appropriate instructional modifications to accurately assess and evaluate ELLs on a variety of topics.
b.  Analyzing student’s English language proficiency level and determining the appropriate instructional strategies.
c.  Differentiating indicators of learning disabilities and limited English proficiency

III.  REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS

A.  Required Textbooks

Textbook(s) / ·  Required : Barry, A. K. (2008). Linguistic Perspectives on Language & Education Pearson. ISBN: 978-0131589285
·  Wright, W. (2010). Foundations for Teaching English Language Learners (2nd ed.). ISBN: 9781934000151
Recommended • Strunk, W., White, E. B., & Angell, R. (2000) The Elements of Style. (4th ed.). Pearson. ISBN: 9780205309023 Any edition is acceptable.

Students using eBooks must have access to the eBooks during class sessions.

B.  Supplemental Material

Resources:
Materials:
Library: / http://www.spcollege.edu/libraries/

C.  Technology

Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)

D.  Supplies

IV.  COURSE REQUIREMENTS & EXPECTATIONS

A.  School Based Hours Course Requirements

This course requires 15 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.

ESOL SBHs must be completed with an ESOL Certified/Endorsed Cooperating Classroom Teacher (CCT) in an educational setting with at least one ESOL Student currently receiving ESOL Services.

B.  ALL Course Assignments

*VIDEO Interview with former ELL (TEST): (15 pts) (Please note: You may retake the quiz once if you do not earn a 75% or higher. However, only a 75% will be recorded in the grade book). The student will apply knowledge of theories related to the effects of culture in language learning and teaching after watching a video of a Mexican American student who is misdiagnosed in school. The student will identify values and beliefs about the role of the school in language teaching, the interrelationship between language and culture, resources to support instruction and build family connections, as well as language differences, giftedness, and special education needs in distinguishing ELLs.
*Unit Plan (RUBRIC): (100 pts) The student will use the ESOL Scaffolded COE lesson plan template. Write a two-week unit plan of integrated, balanced literacy in content area lesson plans; specify language, content, and learning objectives for ELLs at four levels of linguistic competency. Include: Current TESOL Standards, academic language objectives, content objectives, ESOL proficiency levels, ESOL standards-based instructional strategies, resources, adaptations (or modifications) to support language functions throughout unit, a variety of authentic/traditional ESOL assessments, standards-based materials, and technologies, and at least one adaptation for an Exceptional Education ELL and for students with limited formal schooling (LFS).
Assessment Project (TEXT Assessment): (25 pts) The student will demonstrate knowledge of the criteria for selecting and evaluating ESOL texts and other materials by evaluating the strengths and weaknesses, and suggesting possible remedies for one language arts or content area instructional material (text, video, technological resource, etc.) for linguistic and cross-cultural appropriateness as well as for specific linguistic needs of ELLs. The student will identify assessment issues such as cultural and linguistic bias, appropriate language and literacy assessment, and issues of accountability.
*Assessment Project (Commercial Test Assessment): (25 pts) The student will examine, evaluate and critique a commercial content area test to identify cultural and/or linguistic biases, testing in two languages, formative and summative assessment differences, language proficiency testing, and appropriateness for ELLs.
*Assessment Project (Teacher Made Test Self Evaluation/Assessment): (25 pts) The student will evaluate a test that he/she has written against a “Teacher Made Test Checklist.” The student will rewrite items that need revision to inform instruction and meet state and federal guidelines.
*School Based Notebook (RUBRIC): (Points are broken down by respective activities.) As part of the school based hours, students completed a school based Experience Project Notebook which will consist of four activities. This assignment allows the pre-service teacher to increase subject matter knowledge in order to integrate the learning activities; to use the material and technologies of the subject field in developing learning activities for students; to acquire currency in her/his subject field.
1.  Administer and interpret a SOLOM/SWLOM: (30 pts) Review of an informal rating tool that measures oral or written language production. The purpose of this assignment is to demonstrate an understanding of language as a system in supporting ELLs’ development and skills in English.
2.  Literacy Assessment: (20 pts) Administer, interpret, and write a reflection paper on the administration of an Informal Reading Inventory or BRI (as appropriate) with an ELL including teaching suggestions to promote English literacy in the context of content area learning. This assignment will demonstrate an understanding of the components of literacy and theories of second language literacy development to support ELLs and an understanding of the interdependence between each of the reading components and their effect upon reading as a process for native speakers of English and English language learners. It will allow the pre-service teacher to increase subject matter knowledge in order to integrate the learning activities; to use the materials and technologies of the subject field in developing learning activities for ELLs; to acquire currency in her/his subject field.
3.  Ethnographic summary of classroom AND Review of Program Compliance Issues for ELLs (40 pts) Research and document demographic information about ELL population at a school setting; how students are identified, served, (re)classified, exited, and served; review the ESOL program and the implications for ELLs.
4.  Tutoring for a minimum of 8 hours: (50 pts) Use a variety of strategies and resources to support ELLs’ learning, collaborate with stakeholders, and use materials and resources to support language and content-area skills. Plan for and implement a lesson with ELL(s) during ESOL field-based hours. Reteach content or literacy skills based on assessment(s).
*Case Study (RUBRIC): (100 pts) Working in teams simulating an LEP (or ELL) committee, students will design an instructional program for an ELL. Teams discuss a case study and the corresponding data which will result in a paper which includes the following aspects: linguistics, social and cultural, academic and institutional, psychological, cognitive and intellectual and parental involvement. Additionally each aspect will contain a description of the ELL, current educational practices, and an appropriate plan to meet the ELL’s linguistic needs. Students are required to reflect on how using the range of data and resources will influence future curricular development and teaching practices.
*Final Exam: (100 pts) (Please note: You may retake the exam once if you do not earn a 75% or higher. However, only a 75% will be recorded in the grade book). The exam will cover L2 teaching methods, current research in second language and literacy instruction, laws, and policies and programs for ELL instruction

* Assignments labeled with an (*) denote required assignments that must be passed at 75%.

UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in order to successfully pass the course.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.

For courses with lesson planning:

Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.

V.  SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI

A.  COE SYLLABUS STATEMENTS

https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing

B.  SPC Syllabus Statements

http://www.spcollege.edu/addendum/

Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.

If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.

VI.  CALENDAR AND TOPICAL OUTLINE

Click here to enter text.
Topics / Readings
(All required readings are also under the Course Content in MyCourses. Readings are to be completed before the class meeting for that week after Week 1.) / Assignments Due
(Details for all assignments are located under the Lessons Tab in MyCourses. Unless otherwise noted, assignments are due on SUNDAY by 11:30 PM. ONLINE and BLENDED sections may also be required to participate in Discussion Postings as per course instructor directions. Initial postings are due by Friday and two replies are due by Sunday.)